(This article originally appeared in Saxophone Today, May/June 2016.)
Music, along with arts and humanities, is one of the last disciplines to rely heavily on the master-apprentice system. When a music student chooses a school, the teacher should be at least equal in priority to the institution itself. There are, of course, complex equations where one must weigh out the value of a “brand name” school where one will study with a secondary teacher or graduate student versus a lesser-known school with a fabulous primary teacher. I advise students to plan on attending several different schools, and perhaps saving the big school for a graduate degree, to save money and to have a better shot of studying with the main teacher. I am biased in that this was my own path, but it had great influence on my goal of becoming a saxophone professor at a large, comprehensive, public university. Sometimes, things work out just right! In this article, I address what I see as the difference between teaching and mentorship.
First of all, let’s get one thing out of the way before we begin: the best teachers are also the best artists. Period. You cannot be a great music teacher without also being a great musician. Different people will possess the two skillsets in varying proportions, but a great teacher didn’t fall back on a second career. With that said, being a great performer is no guarantee of being a great teacher, so don’t be fooled by someone’s resume or recordings without actually getting a lesson. You are investing in your future, so make certain that your choose a master artist-teacher.
What is teaching anyway?
Teaching at its most basic form is simply the transmission of knowledge from the master to the apprentice. Teaching takes many forms, and a great teacher will be able to adapt teaching style to different students. At the foundation of my own teaching philosophy is the belief that we cannot solve a problem without first stating the problem itself, ideally in a short sentence and without fancy words. Clarity is a natural product of simplicity, and we should always strive for both.
For example, a beginning student needs to be taught the various fingerings for b-flat. That should begin with one fingering (I start with side). When that is firmly in place, we can begin to introduce other fingerings. It helps to introduce a new fingering with a passage that illustrates its usefulness. Using an excellent example as a vehicle for the initial learning is very valuable. A master teacher will sense when the student is ready to start problem solving independently and he/she will provide situations where the student must discern the best fingering from the context. (Ferling etudes are brilliant for this!) At every step, a great teacher will explain thoroughly in as simple terms as possible. It is my hope that a student will leave a great lesson with a thorough understanding of “why,” even if the concept isn’t solidly learned. I never want to have to say, “do it this way because I say so!”
“But I’m a visual learner . . .”
Stop. Please. There is no research that shows that anyone learns differently. Learning is a result of disciplined repetition. Before you start the hate emails, please keep reading. We all have preferred ways of conceptualizing things, and that might be through visual imagery, reading about it in book, or stumbling through trial and error. Once that door of understanding swings open, the hard work of practicing begins, but there is a difference between understanding the problem and actually learning. “Getting it,” isn’t the same as mastery of a technique. Think visually all you want, but when it comes to learning, find a teacher that shows you how and what to practice, and then go put in the work.
The Teaching Environment: “Vibe”
A great teacher understands that the environment and the mood has a tremendous effect on the process. There needs to be a balance of elements to facilitate a positive experience for the student. For example, a teacher that is constantly late or irregular in managing the teaching schedule will create a feeling of not caring much about their students. Students at every level thrive on a regular schedule. It helps them to be accountable for their work, building trust and shared responsibility.
Every teacher will find a balance between formality and informality. Some teachers will insist on being called by their title (“Professor,” “Doctor,” etc.) while others are happy going on a first-name basis. There is a danger in being too informal, but excessive formality can also leave a student feeling too uncomfortable to do their best work. Whether the studio vibe is strict or loose, there should always be a feeling of safety. Students need to feel safe to confide in the teacher, to ask dumb questions, and to fail without being shamed. Accountability for preparation and outcomes is clearly vital, but not at the expense of trust and respect.
Student-centered
In my opinion, a master teacher is always focused on the student. Artists and egos tend to go hand-in-hand, but a good teacher will never put their own ego ahead of the welfare and learning of their students. Any good teaching philosophy is student-centered. If a teacher says things like, “but I’ve invested so much you,” or “How can you do this to me?” run away and never look back. A master knows that the apprentice can, and must fail, and sometimes fail spectacularly. A great teacher is secure enough to allow a student to crash without obsessing on how it reflects on them.
Shine the Light
A master teacher will do all the things that I have written here, but mentorship requires a deeper relationship. I’ve often said that a teacher provides information, but a mentor shines a light down paths of possibility. No one can do the work for you, but a great mentor will lead by example and illuminate various routes to success, tailored to the individual student. Long-term goals are the culmination of careful planning, thoughtful decision-making, and hard work. A mentor will show you what is possible and facilitate the work by lighting the way.
Finding the Match
Every student is unique, and the same holds true for teachers. If a student requires a lot of nurturing and patience, a very formal and strict teacher might not be the best match. Take the time to visit different schools, and take sample lessons before you make any commitments. Look for a teacher that makes you feel safe, but also pushes you to improve. Insist on clarity with assignments and explanations. Most of all, try to find a teacher that makes you want to practice. If you have a clear sense of the work and an illuminated path before you, you are sure to succeed. Practice well! §
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